活动理论视角下的小学生学习方式研究

发布时间：2018-04-30 07:19

本文选题：活动理论 + 学习方式　；参考：《广西师范大学》2015年硕士论文

【摘要】：本研究通过梳理“活动理论”和“学习方式”的国内外文献,结合在河南信阳三所小学的实地调查,对小学生的学习方式现状进行分析研究,最后对小学生学习方式现状中存在的问题提出了解决方案。问卷调查选取了市、县、乡三级各一所小学进行发放,并同时进行访谈和观察等实地研究。文章按照“为什么”、“是什么”、“怎么办”的逻辑顺序进行论述。第一章论述了为什么要在“活动理论”的视角下研究“学习方式”, “活动理论”和“学习方式”相结合的历史必然性。主要内容包括：活动理论在国外的产生和传播；活动理论在中国的丰富和发展；活动理论的基本假设和基本原则；学习方式的内涵与类型；活动理论在教育领域的发展等。第二章论述了小学生学习方式的现状,并按照七个维度对其进行了划分,每个维度选取两种学习方式进行重点阐述。具体包括：正规的学习与非正规的学习、阅读式的学习与听讲式的学习、合作学习与独立学习、有指导的学习与自主学习、接受式学习与探究式学习、手工学习与现代技术学习、维持性学习与创新性学习。第三章对当前小学生的学习方式进行评析。认为小学生的学习方式表现为六个特点,具体包括：小学生对学习方式的认同存在差异；小学生对传统与新型学习方式的认同度都较高；小学生对学习方式的认识仍存在偏差；小学生选择学习方式的重要影响因素；小学生学习方式转变存在差异；小学生学习方式转变取得一定成效。第四章分析了小学生学习方式转变的困境。主要存在四个问题：学习方式转变的形式化倾向;教师的指导能力有待加强；小学生对新学习方式的适应性有待提高；学校应该合理设置班额。第五章针对小学生学习方式现状中出现的问题提出了四点应对策略。具体包括：辩证地看待传统与新型学习方式之间的关系；注重学习方式选择的多样性和灵活性；教师应通过学习和实践不断提升自身素质；建立“新课程理念”的知识观。
[Abstract]:Through combing the "activity theory" and "learning style" literature at home and abroad, combined with the field investigation in three primary schools in Xinyang, Henan Province, the present situation of primary school students' learning style is analyzed and studied. Finally, the author puts forward some solutions to the problems existing in the present situation of pupils' learning styles. The questionnaire selected a city, county, township primary school for distribution, and conducted interviews and observation and other field research. The article is discussed in the logical order of "Why", "what is" and "how to do". The first chapter discusses the historical inevitability of studying the combination of "learning style", "activity theory" and "learning style" from the perspective of "activity theory". The main contents include: the emergence and dissemination of activity theory abroad; the enrichment and development of activity theory in China; the basic assumptions and basic principles of activity theory; the connotation and types of learning style; the development of activity theory in the field of education. The second chapter discusses the current situation of primary school students' learning styles, and divides them into seven dimensions, each of which selects two learning styles to focus on. It includes formal learning and informal learning, reading learning and listening learning, cooperative learning and independent learning, guided learning and autonomous learning, receptive learning and inquiry learning. Manual learning and modern technology learning, maintenance learning and innovative learning. The third chapter analyzes the current learning style of primary school students. It is considered that pupils' learning style is characterized by six characteristics, including: the difference of pupils' identity to learning style; the higher degree of pupils' recognition of traditional and new learning styles; the deviation of pupils' understanding of learning style; The important influencing factors of primary school students' choice of learning style, the difference of pupils' learning style change, and the effect of pupils' learning style change. The fourth chapter analyzes the dilemma of the change of learning style of primary school students. There are four main problems: the formalized tendency of learning style transformation; the need to strengthen teachers' guiding ability; the need to improve the adaptability of pupils to the new learning style; and the reasonable setting of class size in schools. The fifth chapter puts forward four strategies to solve the problems in the present situation of pupils' learning style. Specific include: dialectical view of the relationship between traditional and new learning methods; pay attention to the diversity and flexibility of the choice of learning styles; teachers should constantly improve their own quality through learning and practice; establish the concept of knowledge of the "new curriculum concept".
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G622.4

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